St Antony's Roman Catholic Primary School

St Antony's RC Primary School Local Offer

St Antony's School is a part of the Roman Catholic community of the holy family, where Jesus is our insipration as we raise standards and aspirations for all of our children.

Who to contact

Contact Name
Mrs Heather McGowan
Contact Position
Headteacher/SENCO
Telephone
01254 54686 01254 54686
E-mail
head@stantonysrc.co.uk
Website
www.stantonysrc.co.uk/
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Where to go

Name
St Antony's RC Primary School
Address
Shadsworth Road
Blackburn
Postcode

BB1 2HP

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Local Offer

Contact Name
Alexandra Wildy
Contact Telephone
01254 54686
Contact Email
st.antonys@blackburnrc.gov.uk
Local Offer Age Bands
0-5 years
5-11 years
Needs Level
Low
Medium
High
SEN Provision Type
Universal
Targeted

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
  • Speech and Language
  • Educational Psychologist 
  • Occupational Therapy
  • SEND support service SENDSS ( behaviour support, physical development, Speech and language communication needs, Autism team)
  • Safeguarding 
  • Social Services
  • Paediatricians
  • ELSA
  • Interpreters
  • Early Help Team (supporting families) 
  • School Nurse
  • Nurturing 
  • MHST
  • Family Support
How will early years setting/school/college staff support my child/young person?

The Special Educational Needs Coordinator attends relevant training to meet the needs of all pupils in our school. The SENCO also attends training, to further train staff and development needs that are identified. Staff training is on-going so that we can continue to meet all the learning needs of the pupils to ensure progress in being made. Staff have access to the National College for training and webinars. Outside training is sought from the SENDS support team and the Speech and Language Team (SALT)

Annual medical training is provided for all staff regarding asthma, epipen, diabetes. Additional training for medical needs is coordinated as and when appropriate. 

The majority of staff are paediatric and first aid trained. This is updated annually.

How will the curriculum be matched to my child's/young person's needs?

Parents are encouraged on application to share information regarding any learning or medical needs their child may have.

It is the responsibility of the SENCO, to follow up any additional information required by the school or professional services involved.

Other ways to identify vulnerable learners is through assessments upon entry, teachers concerns, parents and careres or previous school records. Some educational needs can develop over time: these are identified through observations, tracking progress and meetings with parents and carers. The next steps are agreed with parental permission and planned to support the child.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

If you have any concerns about your child please contact the class teacher, the SENCO, or the Headteacher.

What support will there be for my child's/young person's overall well being?

The SENDCO oversees all interventions for any child who is not making progress, this is decided through working with class teachers assessments and tracking progress being made. The school has several teaching assistants trained in specialist interventions. All interventions and early support is discussed with parents during a sne d meeting and parents are invited to all Individual Education Plan (IEP) meeting to share their views on support, adaptions and interventiosn. 

The class teacher will plan, deliver and assess with teaching assistants to ensure that the curriculum is adapted to meet the needs of all children including those with a special educational need. Teaching assistants support children in small groups or one-one depending on the needs of the children.

Parents will be informed of any intervention the child is accessing. If the school feels that the child needs more specialist support, there are a number of outside agencies that we can refer to for advice and strategies. Parents are advised and informed of this process before the referral takes place. 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

This is a whole school approach and responsibility, for children who have special educational needs. Children are regularly assessed to inform teachers planning. Individual and group targets are set to ensure progression for all. Adaptive teaching is used throughout the school. 

Teachers planning shows how children's needs and abilities are met, this can be through adult support, equipment, set groups and providing different ways of recording children's work.

Teachers take into account different learning styles of the children in class, adapted work is provided to ensure that work is matched to children's needs.

Children access interventions to support learning in the classroom and to access the curriculum back in class.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The school works with outside agencies to provide training and support for staff in order to meet the needs of children. Good planning and information sharing helps support children in all aspects of leaning.

How will my child/young person be included in activities outside this classroom including school trips?

Whole school collection of data and tracking of pupils progress is used to ensure how well all pupils are achieving. Regular meetings are held with children, parents, carers and SENDS support if required to fully inform parents and update them regularly. 

If your child is identified as having a special educational need, the class teacher and SENDCO will write an education plan. This will include clear targets and strategies to ensure child's progress. These plans are written and shared with parents and reviewed to check progress. 

The school holds two parents' evenings a year, theses inform parents on how their child is progressing in school.

Parents are encouraged to contact the school if they have any concerns about their child or their progress.

How accessible is the setting/school/college enviroment?

We have an open door policy where parental involvement is welcomed and supported fully. Parent support classes are held to support families and a SEND Forum allows parents to attend and receive help and advice from advisory teachers. 

Parent's workshops are provided to help parents understand how to support their children's learning in English, maths, reading,EAL learners and phonics.

Parents are invited in to school to be a part of decision making process when setting targets or any other SEN provision that may be needed.

The teachers are available at the start and end of the day to provide guidance and support for all children.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

All staff are made aware of children who are experiencing difficult circumstances, we support these children through different ways.

For pupils with care plans and medical needs are supported through continued access to the school nurse.

Staff and children are trained on e-safety.

We support children with emotional and social difficulties through our pastoral support and the family wise program which supports families at home and school.

Interventions are in place to support children's well-being through Emotional Literacy Support (ELSA), nurture and social skills.

We have a daily drop in sessions through our family support worker and children are invited to attend well being support groups through the family support worker. If a child's wellbeing needs need further support the Mental Health Support Team are involved to support children further. Wellbeing is of the highest priority and all children receive breakfast in class every morning. 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

We run a variety of sports and dance clubs and after school, as well as a breakfast club and tea time club.

The school arranges lots of trips related to the topics being taught and have a residential PGL trip for older children once a year.

All children are encouraged to take part in these activities. Children with special educational needs are carefully planned for which enables them to be fully included.

Having a school council gives a voice to our children and they contribute through the council towards changes in school that may happen.

How is the decision made about what type and how much support my child/young person will receive?

All pupils have a smooth transition, where they have a visit or several visits to the school that they will go to. This can sometimes be approached on a one to one basis or as a group.

Staff from high school attend meetings to discuss future grouping and pupils that may require additional support.

All children with a special educational who have one to one support have times to visit the high school with their current support and meet their new support staff, this can continue over six weeks.

All teachers have allocated times when preparing for class transitions and share all information.

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